A fossil is the preserved remains of a once-living organism.
Fossils give clues about organisms that lived long ago. They help to show that evolution has occurred.
They also provide evidence about how Earth’s surface has changed over time.
Fossils help scientists understand what past environments may have been like.
This slide is about Palaentology, specifically geological time scale. The geologic time scale is the “calendar” for events in Earth history. It subdivides all time into named units of abstract time called—in descending order of duration—eons, eras, periods, epochs, and ages.
History of Life on Earth (General Biology 2, 1st Semester, Quarter 1, Week 2A)RheaGulay3
Describe general features of the history of life on Earth, including generally accepted dates
and sequences of the geologic time scale and characteristics of major groups of organisms
present during these periods (STEM-BIO11/12-IIIC-G-8).
Specific Objectives:
1. Identify the date, eon, era, period, epoch and describe the major events base on
Geologic Time Scale.
2. Differentiate the types of fossils.
3. Appreciate the history of life on earth by making a personal timeline.
A fossil is the preserved remains of a once-living organism.
Fossils give clues about organisms that lived long ago. They help to show that evolution has occurred.
They also provide evidence about how Earth’s surface has changed over time.
Fossils help scientists understand what past environments may have been like.
This slide is about Palaentology, specifically geological time scale. The geologic time scale is the “calendar” for events in Earth history. It subdivides all time into named units of abstract time called—in descending order of duration—eons, eras, periods, epochs, and ages.
History of Life on Earth (General Biology 2, 1st Semester, Quarter 1, Week 2A)RheaGulay3
Describe general features of the history of life on Earth, including generally accepted dates
and sequences of the geologic time scale and characteristics of major groups of organisms
present during these periods (STEM-BIO11/12-IIIC-G-8).
Specific Objectives:
1. Identify the date, eon, era, period, epoch and describe the major events base on
Geologic Time Scale.
2. Differentiate the types of fossils.
3. Appreciate the history of life on earth by making a personal timeline.
fossil record - why it is incomplete - index fossils - principle of superposition - principle of fossil succession - lithostratigraphic units - biostratigraphic units - time stratigraphic units - facies fossils - correlation - biozones
Chapter 2 Geology of Ethiopia and the Horn. The geology of Ethiopia includes rocks of the Neoproterozoic East African Orogeny, Jurassic marine sediments and Quaternary rift-related volcanism. Events that greatly shaped Ethiopian geology is the assembly and break-up of Gondwanaland and the present-day rifting of Africa.
This power point is important for all Ethiopian first year freshman universities students for the common course of Geography of Ethiopia and the Horn (GeES 1011), It is prepared on the bases of the module with additional explanations, important maps & explanatory images are included.
This power point mainly focuses on the geological history of the Earth in general and Ethiopia in particular. It is the best source of for all first year university freshman student of Ethiopia. if you are studying this course for A+ this material will definitely help. this material proven to be helpful by students of number of universities for the past four years.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
3. PART 1: HOW OLD IS THE EARTH
1. What is the age of the Earth? The Earth is 4.6 billion years
old. Life on Earth arose around 3.5 billion years ago.
2. What was the Earth like million of years ago? (1) covered
with thick blanket of ice, (2) lots of volcanoes and high
mountains, (3) large organisms roamed the land, (4) the
atmosphere did not have high oxygen content, (4)
asteroids/ meteors frequently hit the surface, (5) the lands
moved a lot or the continents were a little closer to each
other, (6) volcanic eruptions, (7) a little bit warmer, (8)
plants were bigger, (9) humans were not yet around. Over
Earth’s vast history, both gradual and catastrophic
processes have produced enormous changes.
4. PART 1: HOW OLD IS THE EARTH
3. When did man first appear on Earth? Humans did not co-
exist with dinosaurs as what movies usually depict. Man
could have appeared about 100-150 thousand by
artefactual evidences in various sites. The human timeline
is rather flexible and debatable. Every time we know a
specific date, a new discovery date is announced and
everything gets re-dated to fit the best estimates.
5. UNLOCKING OF TERMS
1. EON- largest division of the geologic time scale;
spans hundreds to thousands of million of years
ago (mya)
2. ERA- division in an Era that span time periods of
tens to hundreds of millions of years
3. PERIOD- a division of geologic history that spans
no more than one hundred million years
4. EPOCH- the smallest division of the geologic time
scale characterized by distinctive organisms
6. PART 2: GEOLOGIC TIME SCALE
The Geologic time is divided into four large segments
called Eons: Hadean, Archean, Proterozoic and
Phanerozoic. The Phanerozoic is divided into Eras:
Paleozoic, Mesozoic, and Cenozoic. Extinction events
and appearance of new life forms characterized the
divisions among Eras. Smaller divisions, called Periods,
characterized by a single type of rock system, make
up each Era. Some Periods are further divided into
smaller time frame called Epochs.
7.
8. PART 2: GEOLOGIC TIME SCALE
The Geological Time Scale (GTS)
A. Four eras - Precambrian; Paleozoic; Mesozoic; Cenozoic
B. Periods under the Paleozoic era - Cambrian, Ordovician,
Silurian, Devonian, Carboniferous, Permian
C. Periods under the Mesozoic era - Triassic, Jurassic,
Cretaceous
D. Periods under the Cenozoic era - Tertiary and Quaternary
*Age in millions of years of each time period
9. PART 3: FOSSILS
FOSSILS are evidences of organisms that lived in the past. They
can be actual remains like bones, teeth, shells, leaves, seeds,
spores or traces of past activities such as animal burrows, nests
and dinosaur footprints or even the ripples created on a
prehistoric shore.
* In exceptional preservation, fine details such as original color
and individual muscle fibers are retained, features often visible
in electron microscopes. This is referred to as the “Medusa
effect.”
10. PART 3: FOSSILS
TYPES OF FOSSILS DESCRIPTION EXAMPLES
Molds Impression made in a substrate =
negative image of an organism
Shells
Casts When a mold is filled in Bones and Teeth
Petrified Organic material is converted into
stone
Petrified trees;
Coal balls (fossilized plants
and their tissues, in round
ball shape)
Original Remains Preserved wholly (frozen in ice,
trapped in tar pits, dried/ desiccated
inside caves in arid regions or
encased in amber/ fossilized resin)
Woolly mammoth;
Amber from the Baltic Sea
region
Carbon Film Carbon impression in sedimentary
rocks
Leaf impression on the rock
Trace / Ichnofossils Record the movements and
behaviors of the organism
Trackways, toothmarks,
gizzard rocks, coprolites
(fossilized dungs), burrows
and nests
11. PART 3: FOSSILS
THE SIX WAYS OF FOSSILIZATION
1. Unaltered preservation - Small organism or part trapped in
amber, hardened plant sap
2. Permineralization/ Petrification - The organic contents of bone
and wood are replaced with silica, calcite or pyrite, forming a
rock-like fossil
3. Replacement - hard parts are dissolved and replaced by other
minerals, like calcite, silica, pyrite, or iron
4. Carbonization or Coalification - The other elements are removed
and only the carbon remained
5. Recrystalization - Hard parts are converted to more stable
minerals or small crystals turn into larger crystals
6. Authigenic preservation - Molds and casts are formed after most
of the organism have been destroyed or dissolved
12. PART 3: FOSSILS
DATING FOSSILS
Knowing the age of a fossil can help a scientist establish its position in the geologic
time scale and find its relationship with the other fossils. There are two ways to
measure the age of a fossil: relative dating and absolute dating.
1. RELATIVE DATING
I. Based upon the study of layer of rocks
II. Does not tell the exact age: only compare fossils as older or younger, depends
on their
III. position in rock layer
IV. Fossils in the uppermost rock layer/ strata are younger while those in the
lowermost
V. deposition are oldest
How Relative Age is Determined
I. Law of Superposition: if a layer of rock is undisturbed, the fossils found on
upper layers are younger than those found in lower layers of rocks
II. However, because the Earth is active, rocks move and may disturb the layer
making this process not highly accurate
13. PART 3: FOSSILS
RULES OF RELATIVE DATING
A. LAW OF SUPERPOSITION: Sedimentary
layers are deposited in a specific time-
youngest rocks on top, oldest rocks at
the bottom
B. LAW OF ORIGINAL HORIZONTALITY:
Deposition of rocks happen horizontally-
tilting, folding or breaking happened
recently
C. LAW OF CROSS-CUTTING
RELATIONSHIPS: If an igneous intrusion
or a fault cuts through existing rocks, the
intrusion/fault is YOUNGER than the rock
it cuts through
14. PART 3: FOSSILS
2. ABSOLUTE DATING
I. Determines the actual age of the fossil
II. Through radiometric dating, using radioactive isotopes carbon-14
and potassium-40
III. Considers the half-life or the time it takes for half of the atoms of
the radioactive element to decay
IV. The decay products of radioactive isotopes are stable atoms.
*CARBON-14 DATING; A living organism has carbon-14. For the amount of
Carbon in the organism’s body to become half, it will take about 5,700 years;
which is the half-life of carbon-14.
*INDEX FOSSILS (guide fossils/ indicator fossils/ zone fossils): fossils from
short-lived organisms that lived in many places; used to define and identify
geologic periods